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Current Filters: Author:Burchinal, Margaret [remove]; Classification:Child Development & School Readiness [remove];

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			Allegiances or attachments: Relationships among infants and their daycare teachers Farran, Dale, 1984 In R. Ainslie (Ed.), The child and the daycare setting: Qualitative variations and development (pp. 133-158). New York: Praeger Publishers A study of infants� social interactions and relationships with alternative caregivers in child care	Reports & Papers
			Are teachers' education, major, and credentials related to classroom quality and children's academic gains in pre-kindergarten? Early, Diane Marie, 2006 Early Childhood Research Quarterly, 21(2), 174-195 An investigation using data from the NCEDL Multi-State Study of Pre-Kindergarten, 2001-2003, to examine if early educators' education, early childhood major, and credentials are related to classroom quality and preschool children's academic achievements	Reports & Papers
			Are there long-term effects of early child care? Belsky, Jay, March/April 2007 Child Development, 78(2), 681-701 An analysis of the links between early child care and school-age children's development, socioemotional functioning, and academic performance, based on data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development	Reports & Papers
			Child care experiences and developmental outcomes Burchinal, Margaret, 1999 Annals of the American Academy of Political and Social Science, 563(1), 73-97 A review of studies on the impact of child care quality on young children's development, taking into account the effects of differences between families using and not using nonparental child care.	Other
			Children enrolled in public pre-K: The relation of family life, neighborhood quality, and socioeconomic resources to early competence Barbarin, Oscar, 2006 American Journal of Orthopsychiatry, 76(2), 265-276 An examination of the relations of young children's sociodemographic characteristics, parental well-being, family functioning, and neighborhood quality to their early academic achievements and socioemotional competence	Reports & Papers
			The children of the Cost, Quality, and Outcomes Study go to school Peisner-Feinberg, Ellen S., 1999 Chapel Hill, NC: Frank Porter Graham Child Development Center. The longitudinal follow up to the Cost, Quality, and Child Outcomes in Child Care Centers Study, following children for five years to assess the impact of quality of child care experiences on later development.	Reports & Papers
			The children of the Cost, Quality, and Outcomes Study go to school [Executive summary] Peisner-Feinberg, Ellen S., 1999 Chapel Hill, NC: Frank Porter Graham Child Development Center. Report summarizes the key findings of the longitudinal follow up study to the Cost, Quality, and Child Outcomes in Child Care Centers Study. The longitudinal study examines developmental outcomes of quality of center-based child care.	Executive Summary
			Children's classroom engagement and school readiness gains in prekindergarten Chien, Nina C., September/October 2010 Child Development, 81(5), 1534-1549 A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP)	Reports & Papers
			Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity Burchinal, Margaret, 2000 Applied Developmental Science, 4(3), 149-165 A study of the influence of poverty, minority ethnic background, gender, and parental authoritarian beliefs on the relationship between child care quality and children�s developmental outcomes	Reports & Papers
			The complex interplay between biology and environment: Otitis media and mediating effects on early literacy development Roberts, Joanne E., 2001 In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (Vol. 1, pp. 232-241). New York: Guilford Press An examination of the influence of Otitis media with effusion (OME) on children�s early language and literacy skills, and of the interactive or independent influence of a children�s home and child care environments on early language and literacy acquisition	Other
			The Cost, Quality and Child Outcomes in Child Care Centers Study Peisner-Feinberg, Ellen S., Denver, CO: Center for Research on Economic and Social Policy A longitudinal study of the relationships between children's experiences in center-based care and school and their social, emotional and cognitive outcomes	Major Research Projects
			Diversity, child care quality, and developmental outcomes Burchinal, Margaret, 2003 Early Childhood Research Quarterly, 18(4), 401-426 A study investigating the relationship between children's ethnicities and the validity of standardized child care quality measures, using data from the Cost, Quality, and Child Outcomes Study and the NICHD Study of Early Child Care	Reports & Papers
			Do regulable features of child-care homes affect children's development? Clarke-Stewart, K. Alison, 2002 Early Childhood Research Quarterly, 17(1), 52-86 An analysis of the links between regulable and nonregulable features of family child care homes and infants' and toddlers' cognitive development using data from the National Institute of Child Health and Human Development Study of Early Child Care	Reports & Papers
			Early care and education quality and child outcomes Burchinal, Margaret, May, 2009 (Publication No. 2009-15, OPRE Research-to-Policy Brief No. 1). Washington, DC: Child Trends. An overview of research on the relationship of child care and early education quality to children's cognitive, social, and academic development	Fact Sheets & Briefs
			Early child care experiences and their association with family and child characteristics during middle childhood Burchinal, Margaret, 1995 Early Childhood Research Quarterly, 10(1), 33-61 A study on the positive or negative influence of non-parental child care on child behavior between the ages of 6 and 12	Reports & Papers
			Early day care, infant-mother attachment, and maternal responsiveness in the infants' first year Burchinal, Margaret, 1992 Early Childhood Research Quarterly, 7(2), 383-396 A longitudinal study on the impact of non maternal child care on mother-child relationships and infants� insecure maternal attachments	Reports & Papers
			Early intervention and long-term predictors of school status Ramey, Craig T., 1992 In New directions in child and family research: Shaping Head Start in the 90s: The First Head Start National Research Conference, June 24-26, 1991: Summary of conference proceedings (pp. 170-174). Washington, DC: U.S. Administration on Children, Youth, and Families A longitudinal study of the effects of early intervention education for at-risk children beginning in infancy on long term schooling, using data from the Carolina Abecedarian Project	Reports & Papers
			Early language and the development of children's reading skills Poe, Michele, 2004 Journal of School Psychology, 42(4), 315-335 A longitudinal study of African American children's language and reading development to examine the relations among phonological awareness, language skills, print processing skills, and reading development in prekindergarten and in second grade	Reports & Papers
			An eco-behavioral approach to examining the contextual effects of early childhood classrooms Kontos, Susan, 2002 Early Childhood Research Quarterly, 17(2), 239-258 A study of the association between both child and classroom characteristics and children's interactions with both objects and peers, based on observations of a random selection of 225 Hawaiian young children	Reports & Papers
			Effects of an early literacy professional development intervention on Head Start teachers and children Powell, Douglas R., May 2010 Journal of Educational Psychology, 102(2), 299-312 A study of the effects of participation in one semester of Classroom Links to Early Literacy on teacher's teaching practices, classroom environment, early literacy classroom supports, and children's early literacy development and an examination of pre- and post-intervention classsroom and child outcomes for teachers assigned to remote or on-site coaching conditions for 88 Head Start teachers of 759 children, across 5 Head Start programs in a midwest state	Reports & Papers
			Effects of transitions to new child care classes on infant/toddler distress and behavior Cryer, Debby, 2005 Early Childhood Research Quarterly, 20(1), 37-56 An examination of the emotional and behavioral effects of infants' and toddlers' transitions to new child care classrooms	Reports & Papers
			Family and classroom correlates of Head Start children's developmental outcomes Bryant, Donna M., 1994 Early Childhood Research Quarterly, 9(3-4), 289-309 A study of the influence of the quality of Head Start programs on achievement and developmental outcomes	Reports & Papers
			From one class to another: How transitions may affect infants and toddlers Cryer, Debby, 2005 (FPG Snapshot No. 25). Chapel Hill, NC: FPG Child Development Institute. A study of the effects that transitions have on infants and toddlers examining stress reactions when caregiver continuity is not offered; the study included 19 child care centers in North Carolina and 46 classrooms in which direct observations of children�s social activity and their emotional behavior were assessed	Fact Sheets & Briefs
			In the running for successful outcomes: Exploring the evidence for thresholds of school readiness United States. Department of Health and Human Services. Office of the Assistant Secretary for Planning and Evaluation, 2012 Washington, DC: U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. An examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99	Reports & Papers
			In the running for successful outcomes: Exploring the evidence for thresholds of school readiness [Executive summary] United States. Department of Health and Human Services. Office of the Assistant Secretary for Planning and Evaluation, 2012 Washington, DC: U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. A summary of an examination of the relationship of children's school readiness skills to their subsequent developmental trajectories in elementary school, based on data from the longitudinal National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development and the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99	Executive Summary

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